Lesson Plan

Schoolwide Hour of Code -Preprimary (3 year olds)

Our entire school community (Preprimary – 3rd gd. students, teachers and administrators) participated in online and offline coding activities during the Hour of Code week. This lesson is one component of the schoolwide initiative to try computer science.
Karen O.
Technology coordinator
Concord Hill School, Chevy Chase, MD
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My Grades Pre-K, K, 1, 2, 3
My Subjects English Language Arts, Math, Science, Social Studies, Arts, English Language Learning
EdTech Mentor
Objectives

Students will be able to...

  • use Buzz Lightyear figures to navigate on a grid to a destination
  • identify shapes on a Bee-Bot mat to navigate to a destination
  •  use Bee-Bots to navigate on a grid to a destination
  • use Bee-Bot arrow cards to sequence the code to reach a destination

Select the CHS Participates in the Hour of Code video to view the schoolwide lessons.

Subjects
English Language Arts
Math
Science
Social Studies
Health & Wellness
Grades Pre-K
All Notes
Teacher Notes
Student Notes

1 Hook

Activity: Conversing

Bring students to the carpeted library steps to begin the lesson. Today we are going to participate in an activity called the Hour of Code.  Everyone in the school is going to participate.  Primary, Kindergarten, First Grade, Second Grade, Third Grade, the teachers and even our Head of School.  Coding is a way to give directions and we are going to have 4 centers with different activities.  When you get to the center, the teacher will show you what you will be doing.

2 Direct Instruction

Activity: Other — Directions
  1. Students are broken up into 4 centers that they rotate through
  2. Each center has a theme and a teacher running the center who shows a sample of: 
    1. how Buzz Lightyear can be directed (coded) to reach Woody with words and movement
    2. how a car can be directed (coded)to go from one color, shape or size to another color, shape or size
    3. how a Bee-Bot can be directed (coded) with buttons on its back to reach a final destination
    4. how a Bee-Bot can be directed (coded) with arrow cards and then the buttons on its back to reach a final destination
  3. The teacher stays at the center and guides the lesson below.
  4. To begin each station, the teacher determines the starting location and the final destination.

3 Guided Practice and Independent Practice at the Buzz Lightyear center

Activity: Exploring
  1. At the Buzz Lightyear station, students use words like up, down, and sideways to have Buzz Lightyear to navigate to Woody on a table top grid.
  2. Once the teacher determines that starting location and the final destination, each group member starts by giving one direction (line of code).
  3. As the students get more experienced, they may give more than one line of code.
  4. With more experience, one group member places Buzz Lightyear, one group member places Woody and one group member gives the lines of code.
  5. Students can give one line of code at a time and move the character one space at a time or use more than one line of code and move the character multiple spaces.
  6. Teacher observation is a continual assessment.  Mastery (summative) is achieved when the Buzz Lightyear reaches Woody.

4 Guided Practice and Independent Practice at the shapes center

Activity: Exploring
  1. At the shapes center, students use words like up, down, and sideways to move a car as they navigate from one size, color and/or shape to another size, color and/or shape.
  2. Each group member starts by giving one direction (code) and moving the car.
  3. As the students get more experienced, they may give more than one line of code and move the car accordingly.
  4. With more experience, one group member chooses a shape to start at, one group member chooses a shape to navigate to and one group member gives the lines of code and moves the car accordingly.
  5. Students can give one line of code at a time and move the car one space at a time or use more than one line of code and move the car multiple spaces.
  6. Teacher observation is a continual assessment.  Mastery is achieved when a given size, color and/or shape is reached.  This center also provides an assessment regarding knowledge of size, colors and shapes.

5 Guided Practice and Independent Practice at the Bee-Bot center

  1. At the Bee-Bot center, students press the arrow on the back of the Bee-Bot to make it move in a desired direction.  After each student’s turn the “x” must be pressed to clear the code for the next entry.
  2. Each group member starts by giving one direction (code) and pressing the arrow and the “x” on the Bee-Bot’s back.
  3. As the students get more experienced, they may give more than one line of code and press the corresponding buttons.
  4. With more experience, one group member choses a place for the Bee-Bot to start at, one group member chooses a location to navigate to and one group member gives the lines of code and presses the corresponding buttons.
  5. Students can give one line of code at a time and move the character one space at a time or use more than one line of code and move the character multiple spaces.
  6. Teacher observation is a continual assessment.  Mastery is achieved when the Bee-Bot reaches the desired destination. 

6 Guided Practice and Independent Practice at the Bee-Bot center #2

  1. At Bee-Bot center #2 students use arrow cards pointing forward, left or right to show the lines of code for how they will move the Bee-Bot as they navigate from one location to another on a Bee-Bot grid.
  2. Then they press the corresponding buttons on the Bee-Bot’s back (arrow and “x” to clear).
  3. Each group member starts by placing an arrow for one direction (code) and then pressing the corresponding buttons.
  4. As the students get more experienced, they may give more than one line of code.
  5. With more experience, one group member chooses a location to start at, one group member chooses a location to navigate to and one group member gives the lines of code and presses the buttons.
  6. Students can give one line of code at a time and move the Bee-Bot one space at a time or use more than one line of code and move the Bee-Bot multiple spaces.
  7. Teacher observation is a continual assessment.  Mastery is achieved when the Bee-Bot reaches the desired destination.

7 Wrap Up

Activity: Conversing

Bring the students back to the steps to talk about “codes” they used.Explain that Bee-Bots will be used more with other activities (mats can be personalized).  Remind them that others in our school are also doing coding activities, give them an  "I coded!  CHS Hour of Code 2015" sticker and tell them to look for others in the school wearing the same sticker.

Differentiated learning occurs with individual versus multiple lines of code at one time.  Additional differentiation occurs with the path that is taken and the choice that is made with navigation starting and ending points.